Impact of Organizational Factors on Effective Integration of Social Emotional Learning in Pre-Service Teacher Training Programs
DOI:
https://doi.org/10.55737/psi.2025d-44136Keywords:
Social Emotional Learning, CASEL, Pre-service Teacher Education, Curriculum Design, Training Resources, , Institutional SupportAbstract
Social and Emotional Learning (SEL) has been proposed as a very important part of holistic teacher preparation, but, its successful implementation into pre-service teacher training programs is still a problem especially in the developing educational settings. This paper discussed how the organizational variables, which include curriculum design, training resources and institutional support, influence the successful integration of SEL into pre-service teacher training programs. Quantitative survey research design was used guided by a positivist paradigm. Two questionnaires, which were self-developed, were used to collect data on 79 teacher educators working in seven public universities in Islamabad, Pakistan. The data were analysed using descriptive statistics, one-sample t-tests, Pearson correlation and multiple linear regression. The results proved that teacher educators tended to consider the organizational factors as significant in terms of SEL integration. There were great positive correlations among all organizational variables and SEL integration. Regression analysis also revealed that organizational factors were all significant predictors of effective SEL integration with institutional support and training resources being stronger than curriculum design as predictors of effective SEL integration. The paper ends by concluding that successful implementation of SEL in pre-service teacher education must be an organizational strategy that incorporates favourable policies, resources and aligned curricula. The results are results that are empirical in nature to use in institutional change and policy efforts to improve the integration of SEL in teacher education curriculum.
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